Learning Dynamics of Cognitive Parallel Processing Based on a Collective Evaluation

International audienceLearning dynamics at cognitive process level is difficult to study and emulate because of the complexity of intricate psychological and neuronal mechanisms and dynamics. When considering the parallel processing of a task, the difficulty relies on the execution concurrency making the process contributions indistinguishable. We present here a metric for rewarding increasingly the right parallel cognitive processes with respect to the wrong ones through learning steps. The metric, based on the symmetric difference between task parallel processes, proves to correctly achieve collective and individual credit assignment of the processes

VI Workshop on Computational Data Analysis and Numerical Methods: Book of Abstracts

The VI Workshop on Computational Data Analysis and Numerical Methods (WCDANM) is going to be held on June 27-29, 2019, in the Department of Mathematics of the University of Beira Interior (UBI), Covilhã, Portugal and it is a unique opportunity to disseminate scientific research related to the areas of Mathematics in general, with particular relevance to the areas of Computational Data Analysis and Numerical Methods in theoretical and/or practical field, using new techniques, giving especial emphasis to applications in Medicine, Biology, Biotechnology, Engineering, Industry, Environmental Sciences, Finance, Insurance, Management and Administration. The meeting will provide a forum for discussion and debate of ideas with interest to the scientific community in general. With this meeting new scientific collaborations among colleagues, namely new collaborations in Masters and PhD projects are expected. The event is open to the entire scientific community (with or without communication/poster)

The Use of Advanced Transportation Monitoring Data for Official Statistics

Traffic and transportation statistics are mainly published as aggregated information, and are traditionally based on surveys or secondary data sources, like public registers and companies’ administrations. Nowadays, advanced monitoring systems are installed in the road network, offering more abundant and detailed transport information than surv

Publication Trade-Offs for Junior Scholars in IS: Conjoint Analysis of Preferences for Quality, First Authorship, Collaboration, and Time

A publication record provides evidence of research productivity and is critical for junior scholars starting their careers in academia. Publication attributes, such as level of the publication outlet, order and number of authors, are typically used to evaluate its quality. However, time spent on a publication is a limited commodity, and researchers face significant trade-offs when deciding which publications they should concentrate on. To better understand the choices made, conjoint analysis with 241 junior IS scholars was conducted. We find that when “quality vs. number of authors” and “quality vs. time” trade-offs are considered, quality is prioritized. However, the emphasis on quality is less pronounced when “rank as an author” is at stake. Especially Ph.D. students tend to choose first authorship when dealing with “quality vs. rank as an author” trade-off. Our findings provide intriguing insights into how publication attributes weigh against each other when research collaboration decisions are made

Leveraging Market Research Techniques in IS: A Review and Framework of Conjoint Analysis Studies in the IS Discipline

With cloud and mobile computing, information systems (IS) have evolved towards mass-market services. While IS success requires user involvement, the IS discipline lacks methods that allow organizations to integrate the “voice of the customer” into mass-market services with individual and dispersed users. Conjoint analysis (CA), from marketing research, provides insights into user preferences and measures user trade-offs for multiple product features simultaneously. While CA has gained popularity in the IS domain, existing studies have mostly been one-time efforts, which has resulted in little knowledge accumulation about CA’s applications in IS. We argue that CA could have a significant impact on IS research (and practice) if this method was further developed and adopted for IS application areas. From reviewing 70 CA studies published between 1999 and 2019 in the IS discipline, we found that CA supports in initially conceptualizing, iteratively designing, and evaluating IS and their business models. We critically assess the methodological choices along the CA procedure to provide recommendations and guidance on “how” to leverage CA techniques in future IS research. We then synthesize our findings into a framework for conjoint analysis studies in IS that outlines “where” researchers and practitioners can apply CA along the IS lifecycle

Making Projects Real in a Higher Education Context

Challenging educators to rethink projects and see them as a practice rather than as a model of management the authors explore the possibilities for using live projects to enhance real world learning in higher education. Drawing on the work of the ‘critical projects movement’ the chapter outlines a theoretical underpinning for reconceptualising projects as a practice and proposes a new pedagogic model that of ‘agile learning’. Framing the use of live projects is a mode of real world learning that generates encounters with industry professionals and provides real-value outputs for clients. The chapter explores the challenges that face educators who wish to foreground ‘social learning’ and engagement with communities of practice as a means of easing the transition for students from education to the world of work

Time Is On My Side . . . Or Is It?: Time of Day and Achievement in Asynchronous Learning Environments

Previous research suggests that the optimal time of day (TOD) for cognitive function for young adults occurs in the afternoon and evening times (Allen, et al. 2008; May, et al. 1993). The implication is college students may be more successful if they schedule classes and tests in the afternoon and evening times, but in asynchronous learning environments, “class” and tests take place at any TOD (or night) a student might choose. The problem is that there may be a disadvantage for students choosing to take tests at certain TOD. As educators, we need to be aware of potential barriers to student success and be prepared to offer guidance to students. This research study found a significant negative correlation between TOD and assessment scores on tests taken between 16:01 and 22:00 hours as measured in military time. While this study shows that academic performance on asynchronous assessments was high at 16:00 hours, student performance diminished significantly by 22:00 hours. When efforts were taken to mitigate the extraneous variables related to test complexity and individual academic achievement, the effect TOD had on assessment achievement during this time period was comparable to the effect of test complexity on that achievement. However, when analyzed using a small sub-set of the data neither GPA nor TOD could be used to predict student scores on tests taken between 16:01 and 22:00 hours. Finally, individual circadian arousal types (evening, morning and neutral) (Horne & Ostberg, 1976) and actual TOD students took tests were analyzed to determine if synchrony, the match between circadian arousal type and peak cognitive performance, existed. The synchrony effect could not be confirmed among morning type students taking this asynchronous online course, but evidence suggests that synchrony could have contributed to student success for evening types taking this asynchronous online courses. The implication of this study is that online instructors, instructional designers and students should consider TOD as a factor affecting achievement in asynchronous online courses. Results of this research are intended to propose further research into TOD effects in asynchronous online settings, and to offer guidance to online students as well as online instructors and instructional designers faced with setting deadlines and advising students on how to be successful when learning online